presenters working on the work - ohio leadership advisory council · 2017-03-09 · good to great...
TRANSCRIPT
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WorkingontheWork
HowtheOlmstedFallsCitySchoolDistricthasassimilatedtheworkoftheOhioLeadershipAdvisoryCouncilwiththeOhioImprovementProcessinorder
tocontinuetheexcellence.
Presenters Dr.ToddHoadley—Superintendent Dr.JimLloyd—AssistantSuperintendent MerrittWaters—StudentServicesCoordinator Dr.BobHill—Principal,OFHS DonSvec—Principal,FitchIntermediateSchool JanetVenecek—Teacher,FitchIntermediateSchool SallySchuler—Teacher,FitchIntermediateSchool NeilRoseberry—Principal,Falls‐LenoxPrimary MichelleLaGruth—Teacher,Falls‐LenoxPrimary
GoingfromGoodtoGreat
Greatness is not a function of circumstance. Greatness, it turns out, is largely a matter of conscious choice, and discipline.
Collins,J.(2005).Whybusinessthinkingisnottheanswer:Goodtogreatandthesocialsectors.Amonographtoaccompanygoodtogreat.
Todaywewill: ConnectOLACtoOIP Demonstratehowwe’veputtheaboveconnectionintopractice
Discussthefocused,continuousimprovementofourorganization
ProvideyouwithanoverviewastohowthedifferentpartsofthesystemareworkingontheworkinOlmstedFalls:
Dr.ToddHoadleySuperintendent&DLTMember
J_Lloyd_2008
Student Learning
Instruction
Assessm
ent
Academic Content Standards/Learning Targets
Professional Learning Community
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Eliminatecompetinginitiatives— attractandmoveresourcestowardsourhedgehogconceptsandrepelthosethatgoagainstit
Knowwhatyouaregoodatanddogoodonlyatthosethingsthatyouhavedefinedisthework
“todothemostgoodrequiressayingnotopressurestostray,andthedisciplinetostopdoingwhatdoesnotfit.”‐‐JimCollins,2005
ThebenefitsofOIPhelpinguschangedistrictbehaviorandpracticeonasystem‐widebasis DLT BLT
Dr.JimLloydAssistantSuperintendent
Curriculum,Instruction&Assessment
Assump@onsforourCIPcrea@on Thingsweknow:
Aseducatorswetrytodotoomuch Aseducatorsweknowtherightthingstodo Therightthingstodoinordertoincreasestudentachievementarenoteasy
Asafield,wehavereliedonprogramsandquickfixesthatrarelyproducesuccess
Thesolutionstoproblemsthathaveplaguedourprofessionexistwithinourbuildings
Thequestionbecomes:Dowehavethecouragetofocusandendureinordertoexperiencerealchange.
TheOIPistheimplementa@onoftheOLAC’swork
OLACConcepts Leadershipisshared
Area1:Data&DecisionMaking
Area2:FocusedGoalSetting
Area3:InstructionandLearning
OFCS’OIPActions DLTsandBLTs
StartswiththeuseoftheDecisionFramework
RevisedCIPismorefocused
ClearTargets&HighQualityFeedback
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Implemen@ngOLACthroughOIP CreateDLT Learnaboutfocusedcontinuousimprovement LearnabouttheOhioImprovementProcess UseDecisionFrameworktoanalyzedata…considerotherdatasourcesaswell
OIPplandevelopment Usedata
Createfocusedgoal(s) Strategydevelopment
Actionstepcreation Taskcreation
TheOFCS’Hedgehog
StudentAchievement
TeacherQuality
ClearTargetswith
QualityFeedback
What are you deeply passionate about?
What can you be the best in the world at?
What drives your engine?
OFCSCIPGeneralFocus Identify,acknowledgeandbuilduponpreviousexcellence
Buildonwhathappenswithintheclassroombyworkingtoimproveuponcurrentteacherquality
Focusonthosethingsthatwecan“control” Makinglearningtargetsclearerforlearners Providinglearnerswithfeedback
Theonlythingthatdirectlyimpactsstudentachievementisteacherpracticesowemustfocusonchanging/improving/growingwhatteachersdointheclassroomandprovidethemwithtimeandsupport
Howeffectivedowedeliverourmissionandmakeanimpactrelativetoourresources?
Whilequantificationofresultsisgood,whatmattersmoreisourabilitytoassembleevidence(quantitative&qualitativedata)totrackourprogress
Clear Standards-
Based Learning Targets
High Quality Instruction
Assessment (formative & summative)
Alignment of things within the “black box” TheoryIntoPrac@ce
We’veoperationalizedourCIPstrategiesandassimilatedmanyconceptsintoadeliverableprofessionaldevelopmentsequenceacrosstheentireschooldistrict
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Goal
Strategies
ActionSteps(4ofthem)
Tasksundertheactionsteps
J_Lloyd_2008
Discussion of the OFCS CIP
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MerriIWatersStudentServicesCoordinator&
DLTMember
Howdoesspecialeducationandstudentservicesfitintotheimprovementprocess?
OlmstedFallsQuickFacts
2007‐08ODEReportCard StudentswithDisabilitiesmadeadequateyearlyprogress
Stillfarlowerthanallothersubgroupsinreadingandmathachievement
StudentswithDisabilitiescomprise11.8%ofourstudentpopulation
OIP&SpecialEduca@on OLACFocusArea1–DataandtheDecisionMakingProcess Shareddiscovery Sharedresponsibility Still need to gather data about at‐risk kids
OIP&SpecialEduca@on OLACFocusArea2‐FocusedGoalSettingProcess
Inclusive,aggressivedistrictgoal Familiarterritoryforspecialeducators Still need to align individual student growth expectations with district goal
OIP&SpecialEduca@on OLACFocusArea3‐ InstructionandtheLearningProcess
Sharingideas/materials fasterhelpforstudents Stronginstruction,notcommercialprograms
OIP&At‐RiskStudents• Theproblem‐solvingmodelvs.OIP• Wedon’tcallitRTI,but…
Need more universal screening‐academic and behavioral
Need more Tier 2 & 3 interventions‐all grades Need increased progress monitoring
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Dr.BobHillPrincipalofOlmstedFallsHighSchool
&DLTMember
Howdoesabuildingleadershipteamoperate?
ExcellenceInEduca@onRanked“Excellent”9‐YearsRunning
SPDGandChange“Acompetitiveworldhastwopossibilitiesforyou.Youcanlose.Or,ifyouwanttowin,youcanchange.”
‐‐LesterC.Thurow(1938‐)Americaneconomistandeducator
BuildingOrganiza@onalStructure InstructionalLeadershipTeam(ILT)
Teamcomposedofdepartmentheads Art Business ForeignLanguage Health/PE LanguageArts Library Math Music SocialStudies SpecialEducation Science
SPDGandChange
CulturalDivide TheHealingProcess ChoosingaBLT
“Ourjourneyhasneverbeenoneofshortcutsorsettlingforless.Ithasnotbeenthepathforthefaint‐hearted—forthosewhopreferleisureoverwork,orseekonlythe
pleasuresofrichesandfame.Rather,ithasbeentherisk‐takers,thedoers,themakersofthings—somecelebratedbutmoreoftenmenandwomenobscureintheirlabor,whohavecarriedusupthelong,ruggedpathtowards
prosperityandfreedom.”President Barack Obama
WhereAreWeNow? BLTFormed DecisionFrameworkNearCompletion DataandtheDecisionMakingProcess;FocusedGoalSetting;Instruction&
TheLearningProcess The Heart of Our CIP
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NeilRoseberry&MichelleLaGruth
Falls‐LenoxPrimarySchools
WhatistheroleofaDLTmemberfromtheprincipal&teacherperspectivesandhowdoestheDLTworkwiththeBLT?
BenefitsofDLTMembership Gettohaveavoice
Thedistrict’sfirstattemptatrealwholegroupcollaborationbetweenallgroups.
Collaborationwithothersacrossgradelevels
Providesopportunitiestovisitclassroomsfromdifferentbuildingsandgradelevels Teacherssharingeffectivepractices
DLTLiaison
WorkingasaDLT&BLTmemberprovidesmewithauniqueopportunitytointertwineDLTlearningandconnectthattohelpourbuildingmakeimprovements.
Workacrossgradelevelandwithinmybuilding I’vebeenabletoexplainthedatathattheDLTanalyzedtobuildingtodevelopunderstanding
CurrentBLTfocushasbeenonanalyzingdatafromsubgroups(ESL&SpecEd)
JLloyd_2009
LearningCommuni@es Infirstyear Re‐structuredbuildinglayoutfromgradelevelhallwaystoclustersof1st,2ndand3rdgradeteachersonateam
Collaboration Meet1timepermonthforcommunitymeetings
Talkaboutinstruction;observeeachotherinclassrooms;discussnewideasandhowtohelpkidsacademically
Everyonehaslunchatthesametime Moreopportunitiesforclassbuddiesandmulti‐levelclassgettogether
Kidsmorecomfortablewithteachersfromothergrades
Language Arts
Math Science Social Studies
Power Indicators
R - √ W- √
√
Unwrapping Indicators
Collaboration/ Full Day
3rd- Dec. 19/Jan 14 2nd- Dec. 16/Jan 12
1st- Dec. 18/Jan 13
K- AM Dec. 3/Jan 15 Pre-K /Jan 16
Full Day March
3rd- 2nd-
1st- K- Pre-K
Student Friendly Language
Finish up anything in these two boxes at February at the February Grade Level Mtg.
Bench- Marking (report card)
February Inservice Day (Feb. 13)
FLIP – Falls Lenox Improvement Plan
Assessment (formative and summative) – Ongoing during mapping mtgs.
Once LA is complete, continue to work through the process with math then science and social studies.
DonSvec,SallySchuler&Janet VenecekDon—PrincipalandDLTMember
Sally—5thGradeTeacherandBLTMemberJanet—4thGradeTeacherandLearning
TeamParticipant
JLloyd_2009
How does a building incorporate the use of learning teams into its BLT Process?
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AssessmentForLearning
“Qualityassessmentisindistinguishablefromeffectiveclassroominstruction.”
‐RickStiggins:PortlandOregon
AssessmentforLearningWhere am I going? (Alignment with District CIP Action Step 1) 1. Provideaclearandunderstandablevisionofthelearningtarget.2. Useexamplesandmodelsofstrongandweakwork.
Where am I now? (Alignment with District CIP Action Step 2) 3. Offerregulardescriptivefeedback.4. Teachstudentstoselfassessandsetgoals.
How can I close the gap? 5. Designlessonstofocusononeaspectofqualityatatime.6. Teachstudentsfocusedrevision.7. Engagestudentsinself‐reflection,andletthemkeeptrackofand
sharetheirlearning.
TheLearningTeamProcess Readingandreflectingonnewclassroomassessmentstrategies
Shapingthestrategiesintoapplications Tryingoutapplications,observing,anddrawinginferencesaboutwhatdoesanddoesn’twork.
Reflectingonandsummarizinglearningandconclusionsfromtheexperience
Sharingandproblemsolvingwithteammembers
AssessmentforLearningWhere am I going? 1. Provideaclearandunderstandablevisionofthelearningtarget.2. Useexamplesandmodelsofstrongandweakwork.
Where am I now? 3. Offerregulardescriptivefeedback.4. Teachstudentstoselfassessandsetgoals.
How can I close the gap? 5. Designlessonstofocusononeaspectofqualityatatime.6. Teachstudentsfocusedrevision.7. Engagestudentsinself‐reflection,andletthemkeeptrackofand
sharetheirlearning.
“Whatishappeningdifferentlyinourclassroomsasaresultofwhatwearedoingandlearninginourstudyteams?”
RecipeforStudentLearning
MakeLearningTargetsClearforKids
Involvekidsintheassessmentprocess.
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Whatdoesthisrecipelooklikewhenimplemented?
IdentifythePowerfulIndicators PutintoKidFriendlyLanguage Communicategoalstokidsandself‐assess. Teachwithcreativity(Handsonactivities,smartboard,partnering,games,UnitedStreaming,projects,spiralapproach,Good/Ugly,practice,rubrics,etc.)
Ongoingstudentself‐assessmenttogainimmediatefeedbackusingrubric(“formativeassessment”)
Teacherassess–(SUMMATIVEASSESSMENT) SharedresultswithLearningTeams(Collaboration)
BabyandtheBathWater?
ProcessS@llUnderConstruc@on TeachersandKidsareretooling.
Matched our Assessment Method with the Complexity of the Learning Target Old assessments consisted of: • Multiple choice questions • Vocabulary • Minimal extended response
New assessments Heavily focused on the need for students to demonstrate the ability to “explain” . . . .
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ClearLearningTargetsWe broke apart the historical sequence of Ohio becoming a state into 6 separate
steps:
FrenchandIndianWar:(“OhioLand”becameaterritoryofEngland)
AmericanRevolution(“OhioLand”becameaterritoryoftheU.S.)
NorthwestTerritoryandOrdinance(“OhioLand”hadrulesforbecomingastate)
BattleofFallenTimbers(“OhioLand”wasfoughtoverbyNativeAmericans)
OhiobecomesastateonMarch1,1803
Warof1812(BattleofLakeErieandtheAmericanwinleadstoIndianRemovalAct)
Instruction
Using text, videos, primary resources and power point presentations, teachers presented each sequence as a story.
Students were then asked to write a “quality paragraph” and draw an illustration about each sequence presented.
“Quality paragraph” is one of our language arts power indicators.
New Assessment Ohio Becomes a State Draw a picture of the main idea discussed in each unit. Write a quality paragraph (main idea and 2-3 supporting details) to tell about your picture. Make sure to include specific facts or dates.
French and Indian War (Chapter 4 Lesson 1 pages 100-105)
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Picture 2 1 0 Topic sentence 2 1 0 Supporting details 2 1 0
PowerIndicatorsVer@calAr@cula@on
4th Constructtimelineswithevenlyspacedintervalsforyears,decadesandcenturiestoshowtheorderofsignificant events
inOhiohistory
**5thCreatetimelinesandidentifypossiblerelationships betweenevents.
6thCreateamultiple‐tiertimelinefromalistofeventsandinterprettherelationshipsbetweentheevents.
ArrangedatesinorderonatimelineusingtheconventionsofB.C.,
A.D.
ClearLearningTargets
Thosewhoaimatsomethingwillgenerallyhitorcomeclosetothetarget.
Ifyouaimatnothing,youwillhitit. Ifyouaimatsomethingthatisstationary,itiseasiertohit
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ClearLearningTargetsActualIndicator: Createtimelinesandidentifypossiblerelationshipsbetweenevents.
StudentFriendlyLanguage: Iwillbeabletoconstructatimelineusingevenintervalsandlabeledevents.
Then,Iwillbeabletotellhowtheeventsrelatetoeachother.
Forma@veAssessmentWhatdoIalreadyknowabouttimelines?
Define:Interval____________________________Define:Event______________________________Define:Year,Decade,Century,millennium
Createatimelineusingthesedatesandevents
1991WWW 1939JetPlane 1902AC1907Plastic 1879Lightbulb1923TrafficLight1983CellPhone 1891Zipper 1927TV
WhyAssessPriortoInstruc@on?
Providesfeedbacktostudents
Reinforcesthelearningtarget
GuidesInstructionalPractice
Instruc@on Good,Bad,UglySamples HandsOnApproach‐Clotheslineusingintervalsandevents
Practice(Obama,student,dates) Shareassessmentrubricwithkids PresidentialTimelinesusingrubricforformalassessment
Summa@veAssessmentRubricMy Presidential timeline has:
EvenIntervals:012 Intervalsthataremarkedclearly:0 12 Eventsthataremarkedclearly:0 12 Graphicsthatrepresentevents:0 12 Title: 0 1 2 Identifiesrelationshipsbetweenevents:01 2 Neatness: 0 12 VisualAppeal:0 12
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Thankyou!Questions?